Author: Michelle Magyar

For the first time, California is recognizing Long-Term English Learners (LTELs) as a distinct student group on the 2024 California School Dashboard. This change, prompted by Senate Bill 141, provides greater visibility into the progress and needs of LTELs, ensuring they are included in accountability measures and better supported in their educational journey.

By definition, an LTEL is an English Learner who has not reached proficiency within seven years of their initial assessment. Their performance data now influences key indicators such as English language arts, English learner progress, and mathematics, providing a clearer picture of where support is most urgently needed.

The 2024 California School Dashboard data highlights that Long-Term English Learners (LTELs) are one of the most frequently identified student groups for Differentiated Assistance under the Local Control Funding Formula (LCFF) priorities. A total of 215 local educational agencies (LEAs) require targeted support due to LTEL performance, compared to 195 LEAs for students with disabilities.

CAASPP Performance data shows that:

• 44% of all tested students met or exceeded standards in English Language Arts (ELA), while 6% of LTELs did.
• In math, 33% of all students met or exceeded standards, compared to 3% of LTELs.

These figures highlight the need for continued focus on instructional strategies and support for LTELs to improve academic outcomes.

California is responding with a focus on multilingual learner success, channeling significant resources toward English learners and LTELs. The state’s initiatives include dedicated funding for English learners through LCFF, evidence-based instructional strategies, and enhanced professional development for educators to accelerate language acquisition and learning.

Click below to read the overview of statewide support for multilingual learners. 

For additional updates, visit the CCEE website, events calendar, Resource Center, and the Statewide System of Support Website.

As an integral leader in the Statewide System of Support, 21CSLA is offering California education leaders the UTK Leadership Certificate Program at UC Berkeley!
This no-cost, university credit-bearing program supports equity-focused instructional leadership for P–3 implementation. Open to those in a Preliminary or Clear ASC program or holding a Certificate of Eligibility, it provides key insights into UTK leadership, policy, collaboration, and job preparation.

Participants earn a UC Berkeley UTK Leadership Certificate by completing two 10-session virtual courses, which can be taken in any order.

For additional updates, visit the CCEE by visiting our website, events calendar, Resource Center, and the Statewide System of Support Website.

We are excited to announce the recent launch of the System of Support Toolkit, a platform that hosts all System of Support resources and tools in one central location. This site hosts a variety of tools to help your LEAs, students, families, and communities, including the Resource Hub and Directory, self-assessments like the BASICS and Levers for System Change tool, and data dashboards.

Please note that if you previously had an account on the Resource Hub, you must reset your password in order to login to the toolkit.

For additional updates, visit the CCEE by visiting our website, events calendar, Resource Center, and the Statewide System of Support Website.

The Community Engagement Initiative (CEI) supports educators with increasing the ability and capacity to implement effective, equitable and culturally responsive community engagement practices. With a dedicated emphasis on fostering meaningful engagement in the development of the Local Control and Accountability Plan, the CEI utilizes a revolving cohort model, where school districts or Local Education Agencies commit to a two-year period of leadership and learning. The upcoming Cohort VI involves a collaboration among the California Collaborative for Educational Excellence (CCEE), the San Diego County Office of Education (SDCOE), Eskolta School Research and Design, and the University of San Diego (USD). Participants are encouraged to sign up for notifications about application availability. Detailed application requirements, commitments, and deadlines can be found in the linked Request for Applications (RFA).

For additional updates, visit the Community Engagement Initiative website.

Learn more about CCEE by visiting our website, events calendar, Resource Center, and the Statewide System of Support Website.

As Executive Director of the California Collaborative for Educational Excellence (CCEE), I am pleased to present a brief update on our strategic priorities for the 2024-2025 school year. Our commitment is centered on four strategic areas:

1. Leveraging data to enhance outcomes for students across California.
2. Increasing support for Special Education with targeted programs.
3. Strengthening the collaboration among statewide Mathematics Leads.
4. Enhancing literacy programs in partnership with the California Department of Education.

As an integral partner of the Statewide System of Support (SSOS), we are dedicated to delivering equitable and high-quality education to every student. This year, we are particularly focused on mathematics. By collaborating with our partners, we aim to coordinate resources and align our efforts to support the new math framework effectively. Our goal is to provide comprehensive resources and training to equip educators to successfully implement the new math framework.

To support this objective, we are pleased to share an overview of California’s approach to mathematics instruction. This overview outlines California’s comprehensive approach to improving student mathematics achievement, including the state’s standards, curriculum framework, guidance, and recent investments to support implementation.

We encourage LEAs to review this overview, engage with our resources, participate in our training programs, and contribute to enhancing mathematics instruction statewide.

For additional updates, visit the Statewide System of Support Resource Hub.

If you have any questions about CCEE, please visit our website. Stay tuned for more resources through our events calendar, Resource Center, and the Statewide System of Support Website.

The Community Engagement Initiative (CEI) is changing the way educators and communities work together to support student success. By focusing on building authentic relationships, CEI invites families and communities to play a vital role in shaping education.

In the latest episode of Rising from the Margins, Rocklin Academy shares the practical yet powerful steps they’ve taken to foster a sense of belonging and empower student agency. From strategic planning to their Local Control and Accountability Plan (LCAP), their journey highlights how small shifts can make a big impact.

Ready to be inspired? Listen to Part II of the CEI feature on Rising from the Margins Podcast now! Missed prior episodes, like Bakersfield City School District? Catch up on all episodes here.

For additional updates, visit the Statewide System of Support Resource Hub.

If you have any questions about CCEE, please visit our website. Stay tuned for more resources through our events calendar, Resource Center, and the Statewide System of Support Website.

Governor Gavin Newsom announced that California’s Reading Difficulties Risk Screener Selection Panel has approved tools to help schools identify students at risk of reading challenges, including dyslexia. Starting in the 2025-26 school year, local educational agencies (LEAs) must annually screen all kindergarten through second-grade students.

To support this initiative, the California Statewide System of Support Resource Hub offers the Adoption Toolkit Reading Difficulties Risk Screener 2024, developed by the County Superintendents Curricular and Improvement Support Committee (CISC). Approved screeners, identified by the panel on December 16, 2024, include:

Approved Screeners:

Organization	Title	Grade Levels	Languages
Amira Learning (with HMH as partners)	Amira	Kindergarten, Grade 1, Grade 2	English, Spanish
Amplify Education	mCLASS with DIBELS Edition 8 and mCLASS Lectura	Kindergarten, Grade 1, Grade 2	English, Spanish
UCSF Dyslexia Center	Multitudes	Kindergarten, Grade 1, Grade 2	English, Spanish
Stanford University, Brain Development Lab	Rapid Online Assessment of Reading (ROAR)	Grade 1, Grade 2	English only

Resources and Support: Funding, professional learning opportunities, and statewide literacy resources are available to assist with implementation. These include tools provided through the Statewide System of Support Resource Hub and initiatives like the Learning Acceleration System Grant, Reading Instruction and Intervention, and Literacy Coaches.

Related Resources:

New! Screening Multilingual Students-March 5 2025

New! Types of Reading Difficulties-March 25

• Upcoming Information Sessions
• Role of Screening in MTSS-Feb 12
• Statewide Literacy Coordination: Overview of literacy initiatives and trainings through spring 2025.
• California Educators Together: Resources for supporting students with reading difficulties and structured literacy strategies via the California Dyslexia Initiative (account to access).
• California Department of Education Frequently Asked Questions-Literacy Screenings Professional Development

For additional updates, visit the Statewide System of Support Resource Hub.

If you have any questions about CCEE, please visit our website. Stay tuned for more resources through our events calendar, Resource Center, and the Statewide System of Support Website.

In 2024, the California Collaborative for Educational Excellence (CCEE), working alongside Statewide System of Support Leads and Statewide Agency Leads, completed several mandated evaluations and legislative reports for key initiatives. The following reports were submitted:

• System of Support Evaluation Plan (2024-2025)
• System of Support Working Group (2024)
• Geographic Leads: Year 1, Cohort II Findings (2023-2024)
• Special Education Leads: Year 1 Findings (2023-2024)
• 21CSLA Lead: Year 1, Cohort II Findings (2023-2024)
• High-Quality Online Instructional Materials Initiative (HQOIM): Year 2 Findings (2023-2024)
• Reading Instruction and Intervention Grant (RII): Year 2 Brief (2024-2025)
• Learning Acceleration Systems Grant (LASG): Executive Summary of Year 3 Memo (2023-2024)
• Individualized Education Program (IEP) Template Report (June 30, 2024)
• Community Engagement Initiative (CEI) 1.0 Final Report (June 30, 2024)

If you have any questions about CCEE, please visit our website. Stay tuned for more resources through our events calendar and the Statewide System of Support Resource Hub.

LEAs are approaching a critical juncture with their local accountability and improvement systems. With the mid-year review of LCAPs approaching, the release of the California School Dashboard identifying high-need student groups and LEAs, and upcoming LCAP revisions to incorporate required needs assessments for Equity Multiplier and potential Learning Recovery Emergency Block Grant (LREBG) goals, it is crucial to effectively support high-need student groups.  To assist in this critical work, we are sharing key resources from the Statewide System of Support to help LEAs conduct needs assessments and develop programs that address racial disparities in opportunities and academic outcomes.

The California Budget Act of 2024 prioritizes unspent Learning Recovery Emergency Block Grant (LREBG) funds to address learning loss through needs-based actions in the LCAP, including professional development aligned with updated Mathematics and ELA/ELD Frameworks. LEAs must submit LREBG expenditure reports by December 15 to determine whether specific learning recovery goals must be included in their LCAPs, with a required needs assessment serving as the foundation for these goals.

This requirement aligns with the recent release of the California School Dashboard, which introduces a new accountability group: Long-Term English Learners (LTELs). LTELs include English learner students who have not been reclassified as fluent-English proficient within seven years of initial classification. Along with students with disabilities and those experiencing homelessness, LTELs show the greatest needs across state indicators for English language arts, mathematics, and chronic absenteeism. Local data dashboards will play a key role in tracking learning recovery and demonstrating progress.

The new requirements for LREBG goals present an opportunity to complete needs assessments and enhance support for LEAs in addressing ELA/ELD, Math, and Chronic Absenteeism among high-need student groups.

Below are resources from SSOS Geographic Leads to help LEAs meet these requirements and implement effective learning recovery strategies:

• Guidance for completing the required needs assessment under Education Code (EC) 32526.
• Tools to identify evidence-based practices for supporting students most in need of learning recovery services.
• Resources for conducting comprehensive system analyses at the LEA or school level, including definitions of evidence-based practices.
• Information on Education Code requirements for the Learning Recovery Emergency Fund and its role in LCAP development.

If you have any questions about CCEE, please visit our website. Stay tuned for more literacy coordination efforts and resources, through our events calendar and the Statewide System of Support Resource Hub.

As the February 28th deadline for the annual update on the Local Control and Accountability Plan (LCAP) approaches, superintendents across the state face the critical task of presenting comprehensive reports on LCAP outcomes and expenditures. Understanding the significance of this responsibility, we are excited to lift up a pivotal resource to support our educational leaders in meeting and exceeding these requirements with precision and ease.

The LCAP Monitoring & Evaluation Tracking Tool, developed by the Riverside County Office of Education, is designed specifically to aid superintendents in preparing their midyear LCAP reports. This tool streamlines the process of gathering and presenting the required data, ensuring that all metrics and actions from the current year’s LCAP are tracked and reported to evaluate effectiveness.

Key Features of the LCAP Monitoring & Evaluation Tracking Tool:

1. Detailed Outcome Data Reporting: This tool helps superintendents provide all available midyear outcome data, fulfilling the requirement to showcase progress against the metrics defined in the LCAP.
2. Expenditure and Implementation Insights: Superintendents can confidently report on expenditures and the status of implementations, as the tool organizes and clarifies financial and action-based data, supporting transparency and accountability.
3. User-Friendly Interface: With resources like tutorial videos and example applications, the tool is accessible and straightforward, making the preparation for the February 28th presentation efficient and effective.

Getting Started with the Tool:

• Tutorial Video: Superintendents can watch a comprehensive guide to understand how to utilize the tool’s full capabilities.
• Download the Tool: Access is available directly on our website, allowing superintendents to begin tracking and evaluating their LCAP actions to report what is/is not working and why.
• Example Application: Review practical examples to see how the tool can be effectively applied.

This tool represents the Statewide System of Support resources to prepare our educational communities in their continuous improvement efforts. As we move closer to the reporting deadline, we encourage all superintendents to take full advantage of the RCOE LCAP Monitoring & Evaluation Tracking Tool to deliver impactful and meaningful reports.

We are here to assist you with any questions or additional support you may need to utilize this resource effectively and access additional resources to support the LCAP. Together, let’s ensure that this LCAP reporting cycle is marked by clarity, success, and enhanced educational outcomes for all students.

If you have any questions about CCEE, please visit our website. Stay tuned for more literacy coordination efforts and resources, through our events calendar and the Statewide System of Support Resource Hub.